In hierarchical multi-task research, sub-tasks are often learned through linguistically categorised representations of a specific set of tasks.
The representations used by these systems sometimes unintentionally explore the skill/knowledge paradigm.
For example in the work of Andreas et al.[1]}, the policy sketches annotate tasks with sequences of subtasks.
Each sub-task is explained as a combination of an action (get, use) and a goal (wood, workbench).
